Critical Perspectives on AI: Young Women and Non-Binary Students’ Voices from Girls Who Code

• In Event: Voices of Change: Black and Latine Students’ Perspectives on Equitable Computer Science Education

Abstract

Artificial Intelligence (AI) has become an obsession for both those excited about its possibilities and those concerned about its consequences. Yet AI is nothing new - and has been used in many homes before Chat GPT was popularized - and researchers have demonstrated ways AI can perpetuate bias and harm people, particularly for low-income communities of color and women (Raji et al., 2020, Obermeyer et al., 2019, Buolamwini, 2016, etc).

Amid this, educational institutions have rushed to integrate AI into teaching. Some embrace AI uncritically for efficiency, while others focus on teaching students about responsibly using AI and critically examining its function and flaws (e.g., MIT AI Ethics Curriculum). Girls Who Code (GWC) - a nonprofit focused on closing the gender gap in tech - created a 2024 summer AI program for young women and non-binary students with this kind of critical perspective, emphasizing the ethical implications of creating and using AI. This study - focused on elevating young people’s perspectives about AI and society - shares what GWC students learned and how they see AI impacting their futures and identities.

This project builds on the Community of Learners framework (Lave & Wenger, 1991; Rogoff, 1994), emphasizing the ways students build knowledge and values together in collaborative learning environments. This framework is particularly relevant to the GWC summer program’s approach, which involves collective inquiry and shared understanding to critically examine AI’s societal implications, empowering students to engage with AI technologies thoughtfully and responsibly.

This qualitative study’s data sources included semi-structured interviews (n = 25), participant observations of program meet-ups (n = 13), and student projects/reflections. Data were analyzed thematically to identify common themes and patterns (Saldaña, 2021) to answer the following research question: What are young women and nonbinary students’ perspectives on the value and impacts of AI on their identities, lives, and futures? Codes focused on students’ perspectives on AI and learning experiences in the program.

Preliminary findings show that students are aware of AI's positive and negative consequences. They recognize AI's significance but express concerns about uncritical use and how the adoption of AI tools may limit their future career pathways. Students emphasized understanding AI's ethical implications to avoid perpetuating biases and harm. They highlighted the need for education, including critical thinking about AI’s societal impacts and technical skills.

This study contributes to the broader discourse on AI and education by centering the voices of young women and non-binary students. Highlighting ethical considerations and responsible use, the paper provides valuable insights for educators, policymakers, and researchers. The findings underscore the need for AI education programs that teach technical skills and foster critical thinking and ethical awareness. This work advances our understanding of preparing the next generation to engage with AI in a way that promotes equity and social good.

Authors

• Jackie Blizzard-Caron, Girls Who Code

• Ryan Clarke, Girls Who Code

• Michelle Choi, University of California - Los Angeles

• Lily Kohn, Girls Who Code

• Joseph Ochterski, Girls Who Code

• Jean J. Ryoo, University of California - Los Angeles

• Liza Stark, Girls Who Code

• Daniel Voloch, Girls Who Code

• Wei Wei, University of California - Los Angeles